A educação ambiental na educação básica e suas metodologias: análise de teses e dissertações na plataforma Earte (2017-2020)
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Data
2023-11-22
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Universidade Estadual Paulista (Unesp)
Resumo
No Brasil, o ciclo da educação básica que compreende desde a educação infantil (de 0 a 5 anos) até o final da educação básica (3° ano do ensino médio) é assegurada por lei e oferecida de forma gratuita. Durante os primeiros anos educacionais, até o final do ensino médio, diversas disciplinas são ministradas, e a criança aprende a ler e escrever até chegar à adolescência, onde já tem os conhecimentos básicos para desempenhar papéis primordiais dentro da sociedade. Dentre os diversos temas abordados durante a fase escolar, está a educação ambiental, que consiste em apresentar aos alunos o ambiente em que está inserido e como pode contribuir para a sua preservação e para sua sustentabilidade. Há diversas metodologias de ensino para que esse tema seja trabalhado durante os anos letivos frequentados pelas crianças e adolescentes. É postulado pela Base Nacional Comum Curricular (BNCC) o ensino da educação ambiental de forma transversal, por meio de práticas interdisciplinares. Porém em muitos locais, tem sido verificado que essa prática interdisciplinar não tem sido devidamente aplicada. Na plataforma Earte.net, desenvolvida e mantida pelo Projeto EArte por pesquisadores da Unesp, Unicamp e USP, contém trabalhos de pesquisa sobre Educação Ambiental nos diferentes anos de ensino, para crianças e adolescentes de diferentes idades. Nessa plataforma, através de filtros como ano e palavras-chave, é possível encontrar teses e dissertações de diferentes regiões do Brasil, que abordam diferentes práticas pedagógicas para a educação ambiental desde a educação infantil até o final da educação básica. Com isso constatado, e com a possibilidade de se verificar as práticas de ensino apresentadas em cada faixa etária e que podem dar embasamento para a formulação de novas políticas e diretrizes sobre educação básica, o presente estudo pretende verificar as metodologias de ensino para cada faixa escolar (educação infantil, ensino fundamental I, ensino fundamental II e ensino médio) verificando os relatos das pesquisas encontradas sobre as práticas pedagógicas. Para tanto, serão usadas as palavras-chave na plataforma Earte.net “educação infantil; metodologias; ensino infantil; ensino fundamental; ensino fundamental I; ensino fundamental II, ensino médio; crianças; adolescentes” e selecionados os anos de 2017 a 2020. Foi escolhido esses anos devido a alteração da lei de Diretrizes e Bases da Educação Nacional, Lei nº 13.415/2017. Essa lei ficou conhecida como a reforma do ensino médio e alterou a carga horária mínima anual de 800 para 1000 além de flexibilizar a grade curricular (BRASIL, 2023). As pesquisas resultantes da busca foram analisadas, separadas por fase educacional e em seguida identificas as principais práticas pedagógicas descritas. As pesquisas foram separadas e utilizadas as que os autores implementaram alguma prática educacional para testar a eficiência. Através da análise qualitativa e utilizando os métodos deBardin, foi possível perceber que as técnicas de metodologias ativas foram mais eficazes no processo de ensino, ao proporcionar uma aprendizagem prática aos alunos. As metodologias ativas também foram eficientes ao mostrar opapel da sociedade perante a poluição ambiental, ajudando a entender os danos e como evitá-los.
In Brazil, the basic education cycle, spanning from early childhood education (0 to 5 years) to the end of high school (3rd year), is legally ensured and provided free of charge. Throughout the early educational years up to the completion of high school, various subjects are taught, and children learn to read and write until adolescence, acquiring essential knowledge to fulfill pivotal roles in society. Among the diverse topics addressed during the school years is environmental education, aimed at introducing students to their surroundings and emphasizing their role in preservation and sustainability. Numerous teaching methodologies exist to address this theme during the academic years attended by children and adolescents.The National Common Curricular Base (BNCC) advocates for the integration of environmental education through interdisciplinary practices. However, in many instances, it has been observed that this interdisciplinary approach is not consistently implemented. The Earte.net platform, developed and maintained by the EArte Project researchers from Unesp, Unicamp, and USP, contains research works on environmental education across different school years for children and adolescents of various ages. Using filters such as year and keywords, one can find theses and dissertations from different regions of Brazil addressing diverse pedagogical practices for environmental education from early childhood to the end of basic education. Given this background and the opportunity to examine teaching practices presented in each age group, which could inform the formulation of new policies and guidelines for basic education, this study aims to assess teaching methodologies for each school level (early childhood education, elementary school I, elementary school II, and high school). The research will involve reviewing reports from the identified studies on pedagogical practices. For this purpose, keywords on the Earte.net platform, such as 'early childhood education,' 'methodologies,' 'elementary education,' 'elementary school I,' 'elementary school II,' 'high school,' 'children,' and 'adolescents,' will be employed, and the years 2017 to 2020 will be selected. These years were chosen due to the amendment of the National Education Guidelines and Bases Law, Law No. 13.415/2017, known as the high school reform, which increased the minimum annual workload from 800 to 1000 hours and allowed for more flexibility in the curriculum (Brazil, 2023). The search results will be analyzed, separated by educational phase, and the main pedagogical practices described will be identified. Studies in which authors implemented educational practices to test efficiency will be prioritized. Through qualitative analysis using Bardin's methods, it was observed that active methodologies were more effective in the teaching process by providing practical learning experiences for students. Active methodologies were also efficient in illustrating society's role in environmental pollution, aiding in understanding the damages and ways to prevent them."
In Brazil, the basic education cycle, spanning from early childhood education (0 to 5 years) to the end of high school (3rd year), is legally ensured and provided free of charge. Throughout the early educational years up to the completion of high school, various subjects are taught, and children learn to read and write until adolescence, acquiring essential knowledge to fulfill pivotal roles in society. Among the diverse topics addressed during the school years is environmental education, aimed at introducing students to their surroundings and emphasizing their role in preservation and sustainability. Numerous teaching methodologies exist to address this theme during the academic years attended by children and adolescents.The National Common Curricular Base (BNCC) advocates for the integration of environmental education through interdisciplinary practices. However, in many instances, it has been observed that this interdisciplinary approach is not consistently implemented. The Earte.net platform, developed and maintained by the EArte Project researchers from Unesp, Unicamp, and USP, contains research works on environmental education across different school years for children and adolescents of various ages. Using filters such as year and keywords, one can find theses and dissertations from different regions of Brazil addressing diverse pedagogical practices for environmental education from early childhood to the end of basic education. Given this background and the opportunity to examine teaching practices presented in each age group, which could inform the formulation of new policies and guidelines for basic education, this study aims to assess teaching methodologies for each school level (early childhood education, elementary school I, elementary school II, and high school). The research will involve reviewing reports from the identified studies on pedagogical practices. For this purpose, keywords on the Earte.net platform, such as 'early childhood education,' 'methodologies,' 'elementary education,' 'elementary school I,' 'elementary school II,' 'high school,' 'children,' and 'adolescents,' will be employed, and the years 2017 to 2020 will be selected. These years were chosen due to the amendment of the National Education Guidelines and Bases Law, Law No. 13.415/2017, known as the high school reform, which increased the minimum annual workload from 800 to 1000 hours and allowed for more flexibility in the curriculum (Brazil, 2023). The search results will be analyzed, separated by educational phase, and the main pedagogical practices described will be identified. Studies in which authors implemented educational practices to test efficiency will be prioritized. Through qualitative analysis using Bardin's methods, it was observed that active methodologies were more effective in the teaching process by providing practical learning experiences for students. Active methodologies were also efficient in illustrating society's role in environmental pollution, aiding in understanding the damages and ways to prevent them."
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Educação básica, Educação ambiental, Earte.net, Métodos educacionais, Metodologias ativas, Basic education, Environmental education, Educational methods, Active methodologies